Environmental Studies: Investigating trees & timber in the Tudor period – page 1
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
ACTIVITY 1: TEACHERS NOTES
Using evidence from historical artifacts:
Learning outcomes
By participating in this activity, learners will be able to:
• Develop knowledge and understanding of the world in
researching and describing the significance, in the past and
present, of the sinking & raising of the Mary Rose.
• Explain the uses of wood on a ship of the period and how
the Mary Rose has contributed this knowledge.
• Explain the properties of different woods leading to their
uses.
• Complete a research task using a Search Engine and
recording evidence collected.
• Prepare and deliver a written essay and/or
spoken/Powerpoint presentation.
• Learn independently and as part of a group, using literacy
and communication skills.
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
CURRICULUM LINKS:
This unit explores how historical enquiry, through using
different kinds of evidence, can help the interpretation
and explanation of the motives, values and attitudes of
people in the past, and specific actions/events/developments
in technology (levels D-F).The activities are set within the
context of looking at the uses of wood in 16th century/
Tudor society, using internet sources.
Targets within the 5-14 Curriculum Guidelines for
Environmental Studies: Social Subjects – People and the
Past, People and Place, and Technology are met; but also
wider subject and cross-curricular outcomes in ICT, English
Language, citizenship and developing informed attitudes.
Within the developing Curriculum for Excellence the
activities provide a context for learning contributing
towards all four capacities – successful learners, confident
individuals, responsible citizens and effective contributors –
in a variety of ways.
• Evaluate environmental, scientific and technical issues, in
making informed decisions.
• Develop and communicate their own view of the world and
history’s contribution.
Resources
• School Atlases – at least one between two
Background
3720/04/08
During this period (early 1500s) of the Renaissance the
diplomatic map of Europe was changing. England had lost all
her continental possessions apart from Calais. Scotland, under
James IV and V, was aligned with France, and England aligned
increasingly with the Holy League (1512) – Spain, the Papacy
and Venetians. Henry VIII felt vulnerable, and his right to the
throne open to challenge by strong, potentially hostile, Scottish
and French fleets. He decided to strengthen his navy.Warships
were at that time the ultimate status symbol of wealth and
power – the Mary Rose was built between1509 –1511,
probably in Portsmouth, and became the flagship of the fleet.
• Access to computer suite and the internet – list of websites – one per pupil
• Activity Sheet 1 – the uses of wood on the Mary Rose –
one per pupil
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk
Environmental Studies: Investigating trees & timber in the Tudor period – page 2
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
There were no funds to continue the upgrade of the navy over
coming years. Henry‘s decision to dissolve the monasteries
provided the funds he needed, after their seizure and sale.
Mary Rose was upgraded several times – the materials and
costs are recorded in written documents of the time.
Dendrology surveys of the timber coincide with the dates of
the upgrades.
The ships at this time were built entirely from timber –
different woods for different purposes matching the properties
of the timber. Oak was used for strength and longevity, ash and
elm for strength and flexibility. Even the ‘nails’ used to connect
timber pieces were made from wood and called treenails.
Wooden trunks and barrels were used to store food supplies,
water, tools, clothing and possessions, and other things.Wood
was the plastic of today – multi-purpose.
Wood is biodegradable, however, and the great significance of
the Mary Rose is in the evidence the artefacts surviving
provide about how ships were constructed and life on board,
and of the times.
Starter
Use a brainstorm/mental map to establish the level of
knowledge in the class about the period being investigated in
general, and the significance of the Mary Rose in particular.
Have they heard about the Mary Rose? What time period are
we talking about? How did people live on a ship, what were
ships/boats made of at that time, who were famous naval
figures of the period?
3720/04/08
Explain that they are to carry out an historical enquiry based
on the findings of archaeologists and specialists after the raising
of the Mary Rose in 1982.The Mary Rose is a ship that sank on
19 July 1545. It was preserved on the bed of the sea, off
Portsmouth, by layers of sand and the sea water (preventing the
gases needed for decay).Ask them to find Portsmouth in their
atlases.
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
The findings of modern archaeologists, historians, and scientists
provide us with a wealth of evidence of how trees/timber were
of huge significance to the society of this period.
Main development
Project an image (from a website) onto the screen, or provide
hard copies of the Mary Rose, and look at its construction – a
typical warship of the time. Explain the structure of the ship
introducing terms such as – waterline, draught, keel, hold and
mast; port and starboard; carvel and clinker planking;
aftercastle, forecastle and midships; castle, upper, main and
orlop decks; wooden treenails, watertight gunports. Have a
look at www.maryrose.org under ship or history.
Introduce the ship’s vital statistics:
Length: 32 m Width: 11.7 m Draught: 4.6 m
In the school grounds or hall, use chalk/flour to draw the
outline of the ship – measure out 32 m and 11.7 m, and ask
everyone to step ‘on board’.At the time of sinking it is
believed there were about 4–500 men on board, 200 sailors,
185 soldiers and 30 gunners. Imagine that number of men on
board – average ht. 5’ 7”.
How do we know that?
Have a look at www.maryrose.org/life/life1.htm.
Ask the pupils to use a Search Engine to find websites relating
to the Mary Rose, and/or go directly to the Mary Rose website:
www.maryrose.org/sh (more able), or
www.maryrose.org/lcity/index.htm (less able)
They should scroll through the different categories looking at
the artefacts.Also, have a look at www.bbc.co.uk/history
and look at Tudors, or Archaeology and explore from here.
Afterwards, they can look at the National Maritime Museum
website (you need access permission for this one):
www.nmm.ac.uk/TudorExploration/NMMFLASH. If they
press on the ‘evidence’ button, they can look at the navigation
instruments of the time.
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk
Environmental Studies: Investigating trees & timber in the Tudor period – page 3
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
Ask the pupils to research the uses/types of wood used on
board the Mary Rose. Either ask the pupils to design their own
recording sheet using a table in a Word document, or provide
Activity Sheet 1 – The use of wood on the Mary Rose. Pupils
should record their findings using the column headings as a
guide.They can divide the table with headings such as:
Ship construction,
Carpenter’s Cabin and Tools
Weapons
Surgeon’s cabin and tools
Food and Drink artefacts
Other possessions
Ask the pupils to consider during their research:
• The different sources of evidence used in putting the Mary
Rose story together – archaeological, historical and
scientific.
• The reasons why wood is such an important material at the
time, and for Henry VIII’s navy.
• Why the Mary Rose’s design as a warship was already
obsolete when she sank in 1545?
Following completion of the research and gathering of
information, draw conclusions about her significance in Tudor
times and today. For example:
Leval D – develop a poster illustrating and explaining the uses
of wood in the Tudor Navy.
Level E – develop a Powerpoint presentation for a teenage
audience explaining the significance of the Mary Rose to
modern investigation of life in the Tudor Navy.
3720/04/08
Level F – develop a written essay on the sinking of the Mary
Rose, and how it illustrates the effects of cause and effect, and
its significance for change in warship design.
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk
Environmental Studies: Investigating trees & timber in the Tudor period – page 4
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
ACTIVITY SHEET 1: STUDENT SHEET
The Use of Wood on the Mary Rose
Artefact
What is it made of?
What is it used for?
SHIP CONSTRUCTION
3720/04/08
e.g. Keel
3 pieces of elm
To provide strength to the ship,
and cut through the water
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk
Environmental Studies: Investigating trees & timber in the Tudor period – page 5
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
ACTIVITY 2: TEACHERS NOTES
Investigating the Spanish Armada
Learning outcomes
By participating in this activity, learners will be able to:
• Develop knowledge and understanding of the world in
researching and describing the significance of the Armada,
and its place in British and Spanish history.
• Explain how a use of wood on ships at the time played a
significant role in the outcome of an historical event –
through cause and effect.
• Complete a research task using a Search Engine and
recording evidence collected. Using maps.
• Prepare and deliver a poster presentation.
• Learn independently and as part of a group, using literacy
and communication skills.
• Work in partnership in small groups and communicate in
different ways. Solve problems.
• Evaluate environmental, scientific and technical issues, in
making informed choices and decisions.
• Develop and communicate their own view of the world and
the significance of cause and effect in determining historical
events.
Background
Even at the sinking of the Mary Rose, she was considered
obsolete and Henry VIII had a new design for his warships.The
new design – the galleon - was light, swift, and manoeuvrable by
earlier standards.The ships were designed to fight with heavy
cannon only, not to carry soldiers. Over forty years English
artillery and naval warfare tactics were better developed than
the Spanish (and the French) – who were considered the best
soldiers (on land) in Europe. However, at the same time the
English fleet was smaller and less well manned and provisioned.
3720/04/08
It took two years to prepare, but the Spanish Armada fleet was
ready to sail in May 1588.According to Spanish records there
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
Resources
• School Atlases – at least one between two
• Access to computer suite and the internet – list of
websites – one per pupil
• Activity Sheet 2 – Barrel making-the art of cooperage –
one per pupil
were over 130 ships and 30,493 men, the vast majority
soldiers.The ships were mostly converted merchant ships, and
envisaged as troop carriers.The Spanish were not anticipating
fighting a naval battle at sea.The ships were broad and heavy
and could not manoeuvre quickly.They knew the English fleet
was speedy, manoeuvrable and well armed.
Elizabeth I inherited a navy fit for purpose from her father. She
had encouraged the wrath of the Spaniards over three decades,
often associated with her support for the Protestant cause. She
encouraged English pirates like Hawkins and Sir Francis Drake
to seize Spanish goods in the West Indies.The Spanish called
Drake ‘The Master Thief of the Unknown World’
Despite efforts to stop them, the English knew of Spain’s
preparations for the Armada, which began in 1586. In April
1587, against Elizabeth I’s wishes, Sir Francis Drake sailed a
small English fleet to Cadiz. Here he surprised a large part of
the Spanish fleet, and Drake managed to burn and sink a
number of their warships, slipping away before the Spanish
could organise themselves.This event was nicknamed ‘the
singeing of the King of Spain’s beard’, and had the consequence
of delaying the Armada by at least a year, and may have
contributed to its failure. Have a look at relevant textbooks,
and/or the following web pages.
www.bbc.co.uk/history/british/tudors/armada_
gallery.shtml
www.nmm.ac.uk/server/show/conWebDoc.140
www.nmm.ac.uk/server/show/conWebDoc.6204
www.britainexpress.com/History/tudor/armada.htm
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk
Environmental Studies: Investigating trees & timber in the Tudor period – page 6
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
The other key factor in the dispersal of the Armada was the
British weather.At the main battle of Gravelines (7 August
1587) only three (out of 60 in the battle) Spanish ships were
reported sunk after the battle.With the Channel route
blocked, the remaining fleet set off to return via the north of
Scotland and Ireland, chased by the English ships. Safely around
the northern coast a succession of storms scattered the
Spanish fleet and several were wrecked on the Scottish and
Irish coasts.A few survived to limp home. Ships and
shipwrecked sailors made landfall in the Orkneys and Shetland.
The significant point needing to be made at some point is that,
in their haste, the Spanish although very well provisioned at the
start used barrels of unseasoned wood to replace the barrels
destroyed by Drake. Because the wood was unseasoned (not
dry), the food stored in the barrels rotted.This meant that
there were insufficient supplies for the sailors and troops in
the Armada, especially since they had to return the long way
home.
Starter
Ask the pupils to use the websites to search and research the
Spanish Armada, and develop a timeline of related significant
events, people and places between 1580 – 1590.
Ask the pupils to use their atlases to locate Cadiz (Spain) and
Plymouth Sound/Gravelines (England), and identify the way the
Spanish fleet aimed to sail home around the north of Scotland.
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
about barrel making (Activity Sheet 2) and, using the
information from the website, put the captions in order.
In order for the pupils to arrive at the significance of the Cadiz
incident, and destruction of ships there, use a questioning
strategy that leads them to consider the role of barrels as
watertight containers, the state (green/seasoned) of wood
required for making barrels, the likelihood that there was
sufficient seasoned wood available, and the resultant
consequences.
Then, returning to the episode with Sir Francis Drake and the
events of April 1587, the pupils should be able to answer the
following questions.
• Why was the episode in Cadiz harbour so devastating and
significant in the failure of the Spanish Armada?
• What tactics did the English navy use during the night
before the battle, and why could that have been devastating?
• How has the Spanish Armada become so famous an event –
how has the balance of truth versus fiction effected the
history of the event.
Ask the pupils to work in small groups and design a poster,
selecting the key events/decisions that illustrate the ‘causes and
effects’ leading to England’s defeat of the Spanish Armada, and
highlighting the role wood played e.g. wooden ships and barrels.
Main/Development
Introduce the saying “An army marches on its stomach”,
suggest so too does a navy sail. Explain how provisioning a
naval fleet was quite complicated, involving live animals, and
storing salted meat, fresh vegetable and fruit and grain. Drawing
on their knowledge of the findings on Mary Rose how was
food stored on ships at that time – in barrels.
3720/04/08
Ask the pupils to use the website http://www.witheridgehistorical-archive.com/cooper.htm to investigate how
barrels are made.Ask the pupils to look at the flow chart
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk
Environmental Studies: Investigating trees & timber in the Tudor period – page 7
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
ACTIVITY 2: STUDENT SHEET
Barrel making – the art of cooperage
Cut out explanation and stick in the right order on the flow chart
2
1
3
4
7
6
3720/04/08
5
8
The staves are
trimmed and tapered
Barrel is filled with
steam or water and
if there are no leaks,
a bung hole is put
in the side.
The staves are joined
and fitted on a frame
and arranged round
an iron hoop.
A groove is cut on
the inside ends of the
side staves
Outside is planed and
finished
Sections of Oak tree
trunk, ideally between
100 and 150 years old
are cut or spilt along
the grain
six or seven staves
pinned together and then
shaped into a circle are
used to make the head
of the barrel.
Metal hoops are
put around the barrel
to keep the staves
in place.
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk
Environmental Studies: Investigating trees & timber in the Tudor period – page 8
The Ancient
Tree Hunt
ENVIRONMENTAL STUDIES:
Social Subjects – People in the Past
ACTIVITY 3: TEACHERS NOTES
Resources
Investigating the Orkney/Spanish Armada
connection:
• School Atlases – at least one between two
Learning outcomes
• Access to computer suite and the internet – list of
websites – one per pupil
By participating in this activity, learners will be able to:
• Develop knowledge and understanding of the world and
Scotland’s place in it through researching and describing the
significance of the Armada, in the Orkneys.
• Describe a traditional craft working with wood and how its
significance has continued/changed with time.
• Complete a research task using a Search Engine and
recording evidence collected. Use an atlas/ maps.
• Prepare and deliver a poster/ Powerpoint presentation
• Learn independently and as part of a group, using literacy
and communication skills.
• Work in partnership in small groups and communicate in
different ways. Solve problems.
• Evaluate historical evidence in making informed choices and
decisions.
• Develop and communicate their own view of the world
and the significance of cause and effect in determining
historical events.
• Activity Sheet 1 – the uses of wood on the Mary Rose –
one per pupil
people” stories relating to the Armada, including the wrecking
of the El Gran Grifon the Armada flagship, with the Admiral,
Duke of Medina, which was wrecked on Fair Isle, between the
Orkneys and Shetland.These and other stories can be found
on websites:
www.bbc.co.uk/history/british/Tudors/armada_
gallery.shtml
www.orkneyjar.com/tradition/westraydons.htm
Starter
Refer back to the atlases to trace the journey the Armada had
to make. Using the information from the BBC History website,
working in small groups, ask the pupils to design a timeline of
the journey. Ask them to consider the time it took for some
ships to sail home.
Background
Main/Development
The historical tales of the Spanish Armada and the exploits of
Sir Francis Drake are well known. However, people are less
aware of the historical impact of the Armada fleet on Scotland,
and in particular the Islands of Orkney.
Use the Orkneyjar website to discover the story of the
“Westray Dons” and the significance of the Armada for the
Orkneys.
Just as oral tradition has played a part in passing the story of
the Armada down through the centuries (embellished or
truthful) in England, so in Orkney (where the oral tradition
remains important culturally) oral tradition has recorded and
shared the fate of some of the Armada ships, and the sailors
and soldiers on board.
In 1889, the Orkney antiquarian and folklorist,Walter Traill
Dennison, living on Sanday “gathered form the lips of old
3720/04/08
INVESTIGATING TREES &
TIMBER IN THE TUDOR PERIOD
Ask the pupils to discuss in small groups the role oral tradition
has played in recording historical events in the past, and how
they think it may have relevance today – using examples from
their own experience.
Finally ask the pupils to develop a poster/Powerpoint
presentation, based on their research in any of the tasks,
explaining/describing a craft associated with wood (e.g.
shipwright, cooper, carpenter, joiner) that was commonly
practiced during Tudor times, and its significance today.
These sheets have been designed to be shared. Feel free to photocopy and provide to colleagues.
The Woodland Trust is the UK’s leading woodland conservation charity dedicated to the protection
of our native woodland heritage. www.woodlandtrust.org.uk www.AncientTreeHunt.org.uk